Opportunities to learn in collaborative problem solving in mathematics: a case study of shared reasoning and agency
Although collaborative problem solving allows students to learn from each other and enact agency in their mathematical work, research has also problematised aspects of collaborative work. This study contributes to the knowledge of the complex interaction of mechanisms at play during collaborative problem solving in mathematics. We study a case of three Norwegian seventh-grade students working on problem-solving tasks over a series of lessons designed to promote reasoning and proving. The analytical lens combines mathematical reasoning, students’ agency, and collaborative processes to operationalise opportunities to learn (OTL) mathematics for the students. The analysis reveals that the three students shaped collaborative problem solving in different ways, enabling OTL in the process. In particular, the case gives insight into the role of a mediator between social aspects and mathematical strategies and ideas. We discuss how the findings of the study extend the current knowledge about collaborative problem solving.
Publisert i Research in Mathematics Education, 2026
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